Effectiveness of anti-cyberbullying educational programs: A socio-ecologically grounded systematic review and meta-analysis

Virtues as protective factors for adolescent mental health

This paper explores the decline in adolescent mental health and the weakening of traditional moral frameworks, positing education in the virtues as protective of mental health due to the intrinsic link between moral/existential wellbeing and psychological health. By integrating character education into school curricula, a continuous "dosage" of moral guidance may be an optimal way to ensure a gradual and ever-clearer articulation of a life worth living and how to live well. The paper critiques popular clinical and positive psychological approaches to promoting wellbeing, which often miss the existential and moral dimensions of adolescent growth. The conclusion emphasizes the need for integrating moral education into mental health interventions to address the comprehensive existential and moral dimensions of adolescent development. This paper advocates for a proactive character developmental model that nurtures moral and existential growth, recognizing challenges with virtue and meta-virtue development as integral to personal and moral evolution, and enhancing the moral and psychological fortitude of adolescents.

Cyberbullying process in US adolescents and their parents: Testing and extending the Barlett Gentile cyberbullying model

The purpose of the current research was to test the dual processes involved in predicting cyberbullying perpetration in a sample of US parent-child dyads. The Barlett Gentile cyberbullying model (BGCM) posits how positive cyberbullying attitudes mediate the relationship between anonymity perceptions and cyberbullying perpetration; however, less is known about (a) whether this mediated link is significant for youth and adults alike, (b) if the strength of the relationships in the BGCM differ between youth and adults, and (c) the role of child (or parent) perceptions of their parent's (or child's) cyberbullying behavior has on cyberbullying. Two hundred US parent-child dyads completed measures to assess cyberbullying perpetration, cyberbullying attitudes, cyberbullying perceptions, and anonymity perceptions. Results showed support for BGCM postulates for parents and adolescents; however, the mediated relationship was stronger for youth than adults. Moreover, cyberbullying perceptions correlated strongly with cyberbullying attitudes and cyberbullying perpetration. Results are discussed in terms of theory and intervention applications.

The Prevalence of Bullying Victimization and Perpetration Among the School-Aged Population in Chinese Communities: A Systematic Review and Meta-Analysis

Though bullying was predominantly documented in Western societies, increasing attention has been paid to bullying in Chinese communities during recent years. It remains unknown whether bullying among youngsters in the Chinese communities is similar to or different from their counterparts in Western societies. A systematic review was primarily conducted in English and Chinese databases from the start to December 31, 2021. This study estimated the prevalence of overall (integrating both face-to-face and cyber forms), face-to-face, and cyber bullying victimization and perpetration using random-effects models. Based on 68 eligible studies, this study revealed a pooled prevalence of overall bullying victimization of 22.7% (95% Confidence Interval [CI] [17.7, 28.6]) and a pooled prevalence of overall bullying perpetration of 15.7% (95% CI [6.7, 32.3]). Besides, the estimated prevalence were 20.8% and 10.3% for face-to-face bullying victimization and perpetration, while 9.6% and 8.4% for cyberbullying victimization and perpetration. The subgroup analyses showed that the high heterogeneity of prevalence among the studies estimating bullying victimization and perpetration could be accounted for by sample characteristics and the measurement approaches. This study suggests that bullying is prevalent in the Chinese communities, comparable to, if not higher than, in the Western societies. Prevention and intervention programs are urgently required to reduce bullying among the school-aged population in Chinese communities.

Prevalence of cyberbullying victimisation and its association with family dysfunction, health behaviour and psychological distress among young adults in urban Selangor, Malaysia: a cross-sectional study

BACKGROUND

Cyberbullying is a growing public health concern with clear, negative impacts on the mental, physical and social health of targeted victims. Previous research on cyberbullying has largely focused on examining its occurrence among children and adolescents. The present study aims to examine the prevalence of cyberbullying victimisation and its association with family dysfunction, health behaviour and psychological distress among young adults in Selangor, Malaysia.

METHODS

A cross-sectional study was conducted in a locality within Selangor, sampling a total of 1449 young adults. The Cyberbullying and Online Aggression Survey was used to measure cyberbullying victimisation. The Family APGAR scale, General Health Questionnaire, Pittsburgh Sleep Quality Index and single-item measures were used to assess family dysfunction, psychological distress and health behaviour, respectively.

RESULTS

The 1-month prevalence of cyberbullying victimisation among young adults was 2.4%. The most common cyberbullying act experienced was mean or hurtful comments about participants online (51.7%), whereas the most common online environment for cyberbullying to occur was social media (45.8%). Male participants (adjusted OR (AOR)=3.60, 95% CI=1.58 to 8.23) had at least three times the odds of being cyberbullied compared with female participants. Meanwhile, participants with higher levels of psychological distress had increased probability of being cyberbullied compared with their peers (AOR=1.13, 95% CI=1.05 to 1.21).

CONCLUSIONS

As evident from this study, cyberbullying victimisation prevails among young adults and is significantly related to gender and psychological distress. Given its devastating effects on targeted victims, a multipronged and collaborative approach is warranted to reduce incidences of cyberbullying and safeguard the health and well-being of young adults.

Predicting Cyberbullying Perpetration in US Elementary School Children

Cyberbullying has emerged as a societal issue, and the majority of the research examining cyberbullying perpetration samples adolescent and/or emerging adult populations. A paucity of empirical attention has focused on young children (aged 8-10) regarding their cyberbullying frequency and predictors. The current study sampled 142 US youth aged 8-10 years and assessed their cyberbullying perpetration rate and cellular phone ownership. Results indicated that (a) older participants were more likely to cyberbully than their younger peers; (b) higher rates of cyberbullying were found for youth who already owned a cellular phone; and (c) an interaction between participant age and cellular phone ownership was found, suggesting that cyberbullying was highest for only the 10-year-old group who owned a cellular phone. These findings have implications for (a) parents, school administrators, health care providers, and anyone else interested in better understanding the predictors of cyberbullying perpetration; (b) intervention specialists focused on reducing cyberbullying in youth; and (c) a researcher interested in understanding the basic theoretical underpinnings of cyberbullying. Based on these findings, we recommend that (a) cyberbullying interventions be administered to youth as early as elementary school; (b) parents/guardians carefully consider the positive and negative consequences of youth cellular phone usage; and (c) increased communication between youth and parents/guardians concerning youth cellular phone activities.

The Long-Term Efficacy and Sustainability of the Tabby Improved Prevention and Intervention Program in Reducing Cyberbullying and Cybervictimization

Although cyberbullying and cybervictimization prevention programs have proved effective in the short term, their effectiveness remains unclear in the long run. Thus, the present study evaluated the long-term effects of the Tabby Improved Prevention and Intervention Program (TIPIP). Participants were 475 middle and high school students (Mage = 12.38; SD = 1.45; F = 241, 51%), of whom, 167 were in the Experimental Group (EG; Mage = 13.15; SD = 1.52; M = 51.5%), and 308 were in the Control Group (CG; Mage = 13.47; SD = 1.35; M = 47.7%). Students completed measures assessing cyberbullying and cybervictimization at three time points: baseline (T1), immediately after the intervention (6 months, T2), and at 1 year (T3). The results showed no significant effects of the TIPIP in reducing both cyberbullying and cybervictimization over time. Overall, our results confirm the lack of effectiveness of long-term preventive programs and emphasize that different curricula should be implemented in future programs to prevent and manage cyberbullying and cybervictimization, also taking into account psychological mechanisms and processes involved in such behaviors.

Cyberbullying as a Learned Behavior: Theoretical and Applied Implications

Cyberbullying perpetration has emerged as a world-wide societal issue. Interventions need to be continuously updated to help reduce cyberbullying perpetration. We believe that data derived from theory can best accomplish this objective. Here, we argue for the importance of learning theory to understand cyberbullying perpetration. The purpose of this manuscript is to firstly describe the various learning theories that are applicable to describe cyberbullying perpetration, such as social learning, operant conditioning, the general learning model, and others. Second, we delve into the Barlett Gentile Cyberbullying Model, which integrates learning postulates and distinguishes cyber from traditional bullying. Finally, we offer a learning perspective on interventions and future research.

Nursing Intervention for Preventing Cyberbullying and Reducing Its Negative Impact on Students: A Scoping Review

Cyberbullying Prevalence of cyberbullying has increased every year on students as the most internet users. The negative impact of cyberbullying are anxiety, depression, and risk of suicide. Nurses have role to reduce the negative impact of cyberbullying on students. The aim of the study to describe the method of nursing interventions to prevent and reduce the negative impact of cyberbullying on students. This study used Scoping Review method. Articles from CINAHL, PubMed, and ProQuest databases. The keywords used in English are cyberbullying OR cyber-victimizations, nursing intervention, and students. The inclusion criteria were full text, randomized control trial or quasi-experimental design, sample was students, and articles publication period last 10 years (2013-2022). Based on the initial research, 11 articles were found that were relevant with the research objectives from 678 studies. The range of samples is 35-2771 respondents from elementary school to college students. Most of the samples in this study are from developed countries, there are USA, Spain, and Italy. There are three methods of nursing interventions, namely online programs, school-based programs and Social Competence Programs. Nursing interventions are focused on increasing resilience to build students' awareness of cyberbullying, and increasing resilience and adaptive coping in reducing the negative effects of cyberbullying. Then, the school-based program method is the most effective method in preventing and reducing the negative effects of cyberbullying because it comprehensively involves teachers, students, nurses, and parents to collaborate in carrying out nursing interventions.

Onset risk factors for youth involvement in cyberbullying and cybervictimization: A longitudinal study

Introduction

Cyberbullying and cybervictimization are spread worldwide, and due to COVID-19, an increasing number of children and adolescents have been impacted. Since the beginning of the twenty-first century, research has investigated and highlighted the key risk factors for cyberbullying and cybervictimization, and numerous anti-cyberbullying prevention and intervention programs have been developed and assessed for their efficacy. Despite this, no studies have specifically focused on the individual, relational, and contextual risk factors associated with the onset of youth involvement in cyberbullying and cybervictimization.

Methods

To address this lacuna, 333 Italian students aged 10-16 years (M = 12.16, SD = 1.35) were involved in a year-long longitudinal study and filled in the anonymous online actuarial Tabby Improved Checklist two times with a 6-month interval. Onset risk factors for cyberbullying and cybervictimization have been separately analyzed by excluding all students involved in cyberbullying from the original sample or in the cybervictimization baseline (T1).

Results

The results showed that being male, being involved in school bullying, having low levels of awareness of online risk, and having high levels of affective empathy were all significant onset risk factors for cyberbullying. Similarly, being male, being involved in school bullying and victimization, having high levels of affective empathy, and moral disengagement were onset risk factors for cybervictimization.

Conclusion

Given the negative psychological and behavioral consequences of cyberbullying and cybervictimization, this article includes discussions on practical and policy implications for future research, stressing the need to develop, implement, and evaluate the effectiveness of primary prevention programs addressing and managing onset risk factors for cyberbullying and cybervictimization.

Aggressive humor style and cyberbullying perpetration: Normative tolerance and moral disengagement perspective

The literature has acknowledged the correlation between aggressive humor style and cyberbullying perpetration; however, little is known about how this occurs. In this study, we sought to gain an understanding of how and when someone with an aggressive humor style may develop into a perpetrator of cyberbullying. We propose that whether an individual's aggressive humor style results in cyberbullying perpetration depends on online social norms of tolerance for aggressive humor. When online normative tolerance for aggressive humor is high, individuals' aggressive humor style is positively correlated with their moral disengagement, which, in turn, increases their intention to commit cyberbullying. When online normative tolerance for aggressive humor is low, the effect of individuals' aggressive humor style on their moral disengagement is attenuated, which, in turn, weakens the relationship between aggressive humor style and cyberbullying perpetration. A total of 305 Chinese university students were recruited to participate in the experiment, and we found support for this hypothesis across the experiment. Several theoretical and practical implications are discussed.

The Effects of a Cyberbullying Intervention Programme Among Primary School Students

Background

With the increase of cyberbullying, several intervention programmes have been created that aim at reducing cyber-victimisation and perpetration.

Objective

Our study presents the effects of the STAnD anti-cyberbullying programme with peer-education both on the short and the long run among lower and upper primary school students, with a focus on the participants' cyberbullying roles.

Method

The sample comprised of 536 students who participated in the intervention programme, involving 36% lower and 64% upper primary school students. Participants were measured by a self-reported questionnaire before and right after the programme, then six months later.

Results

The main effect of the STAnD programme was a positive change in the participants' willingness to engage in help-seeking and their active-defending reaction, although this effect decreased after six months. The changes were larger among lower primary school students compared to upper primary school participants.

Conclusion

Our results imply that long-lasting and intensive health promotion programmes are necessary to reach a long-term intervention effect. Anti-cyberbullying programmes should take into consideration participants' involvement and roles in cyberbullying. As our study was a non-randomised uncontrolled study design, thus interpretation of the effectiveness of the programme is limited.

Supplementary Information

The online version contains supplementary material available at 10.1007/s10566-022-09714-9.